Using Reigeluth’s Model to Increase Achievement and Mathematical Literacy Self-Efficacy for Eleventh Grade Students

Abstract

Although mathematical literacy self-efficacy (belief that one can do mathematics) is essential to success in learning mathematics, it is not explicitly addressed in many educational institutions. The current paper used Reigeluth’s Model of increasing achievement and self-efficacy for mathematical literacy. It is one of the educational models that depend on the constructivist theory that contributes to helping the student to link his or her previous information with his or her new experiences. The sample consisted of 141 male and female students in the eleventh grade from Al Nahda School in Dhofar region, Oman. Students in the experimental group (N = 70) received instruction according to the Reigeluth model, and students in the control group (N = 71) received instruction in the traditional way. Students achievement and self-efficacy in mathematical literacy increased significantly more for the experimental group. There was relationship between achievement and self-efficacy on mathematical literacy for the student sample. It is recommended that the mathematics curriculum for all courses of education be prepared according to the Reigeluth model, and that mathematics teachers be trained in modern models for developing the achievement and self-effectiveness of their students’ mathematical literacy.